More research insights from the UK

An update from our CEO Chelsea Tobin, who is on a Churchill Fellowship. To stay up to date with her learnings, sign up to an occasional newsletter.

Last week, I had the privilege of meeting Dr Christine Barter, Professor of Interpersonal Violence Prevention at the University of Central Lancashire and Co-Director of the Connect Centre for International Research on Interpersonal Violence and Harm. Her research focus includes children and young people’s experiences of peer violence and abuse, institutional abuse and prevention of violence and domestic violence. She has led a range of national and international research projects, most recently focusing on violence prevention.  

We started by discussing why there is a gap world-wide in support of older young people who have experienced domestic violence. She confirmed that her research shows that globally, research and interventions tend to focus on younger children. The reasons for this can be varied – they are often easier to engage in therapeutic activities and therefore frontline workers are more confident; adolescents are more complex, especially given they want to have control over decisions and any actions taken. Perhaps there’s also an element of victim-blaming – the assumption that if the situation is really that bad, they can leave. Alongside this it might also reflect the pessimistic view that the ‘damage is done’ and therefore money is better spent on supporting younger people.  

Some of the elements that I took from what Professor Barter shared from her research about what older young people need in terms of support include: 

• To be believed – the notion of radical acceptance (incidentally, the same language I heard from the NYC Office of Children and Family Services), along with the surety that they can always come back and start again. 
• Time and space to both build a relationship with a support worker who will hold space for the young person to breathe, to process what’s happening, without needing to make big decisions.  
• Deconstruct the victim blaming – i.e. don’t say ‘It’s like this because of you’. Young people often feel that they must stay to protect (usually) their Mum. They can be fearful that if they disclose, the person using violence will take it out on her. 
• Support from peers, although they rarely have skills or agency to change things. That’s why “responsible bystanders” – teachers, sports coaches etc at school – need to have the skills and knowledge to help. There also needs to be consideration of how to engage parents. 
• Offer a variety of tools and ways to engage. For example, the UK Premier League has a program connecting young people with prestigious football clubs, where youth workers act as mentors. Many of the mentors have similar lived experiences to the young people. They teach them skills that are immediately applied. Similarly, other charities such as Tender have achieved positive outcomes in prevention by using drama in schools, with high-profile actors supporting engagement through being patrons and ambassadors. Another helpful strategy has been walking and talking, as people often open up when beside you and can engage on their terms. 
• Differentiate the offering between those under 8, those 8-12 and 12+ – and perhaps I’d argue another category 17+.
• Help young people understand what healthy relationships look like, especially given intimate partner violence is increasing. They want the abuse to stop but don’t tell them to end the relationship. Use techniques such as having them articulate their ideal date, then compare it to their experience. They need to realise what’s right for them and it’s important they make the decisions. 
• Encourage help-seeking and make it easy by de-stigmatising it. This could mean providing support in a way that isn’t always ‘what it says on the tin’. For example, a drop-in centre where the focus is on fun, food and peers but other services are available – just not ‘in their face’. Something like a homework club may be a place for young people to access more than just tutoring. 
• Keep supports as close as possible to where the young person lives. If services take people a long way out of their lives, it typically isn’t sustainable. They must be able to access support in community. 
• Offer small but practical things to help – e.g. food; WIFI access; somewhere to get new clothes; support to get medical assistance etc. 
• Make sure there’s some fun. Doing the work – such as counselling or other therapy – is hard, so there needs to be some fun activities alongside it. For example, gaming facilities or organised outings like trips to the pool. 
• Young people enjoy group activities, but the facilitators must earn respect and have good skills. Critically, the group sessions must not be wholly focused on ‘sharing’ – e.g. sport or some other activity. Prof. Barter shared an example of the impact of group work for young people involved in gangs. They wanted to stop the violence but didn’t have an alternative, but the group helped them identify options. 
• Finally, don’t over-promise. Young people have been let down many times and it’s important to have consistency in staffing, especially in messaging and honesty. 

I’m very grateful to Professor Barter for making time to chat to me and for sharing so much additional research, as well as helping connect me to others in this space.

I look forward to sharing more as my Churchill Fellowship journey continues.

Until then,

Chelsea